Ability to design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs).
While teaching my lessons, I made a few adaptations for one of my students that has Autism. He has an Individual Education Plan, so before I taught these technology-centered lessons, I met with the special education teacher to ensure he was getting the support he needed to succeed. I will accommodate him by providing extended time on assignments, giving him extended response/wait time, collaborating with his instructional support teacher before teaching this mini unit, giving him a peer partner, and giving him preferential seating.
In addition, I have several students that are advanced and gifted. I asked advanced students to volunteer or be assigned as cooperative group leaders to encourage and revise other peers’ online poster projects. Asking advanced students to properly answer questions as group members may was an appropriate job that pushed them a step farther.
In terms of assistive technologies, I did not use any of the particular technologies while teaching the two lessons I that attached in this portfolio; however, I have provided three students with audiobooks because they are auditory learners and have struggled with the readings in my eighth grade curriculum.
Ability to design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs).
While teaching my lessons, I made a few adaptations for one of my students that has Autism. He has an Individual Education Plan, so before I taught these technology-centered lessons, I met with the special education teacher to ensure he was getting the support he needed to succeed. I will accommodate him by providing extended time on assignments, giving him extended response/wait time, collaborating with his instructional support teacher before teaching this mini unit, giving him a peer partner, and giving him preferential seating.
In addition, I have several students that are advanced and gifted. I asked advanced students to volunteer or be assigned as cooperative group leaders to encourage and revise other peers’ online poster projects. Asking advanced students to properly answer questions as group members may was an appropriate job that pushed them a step farther.
In terms of assistive technologies, I did not use any of the particular technologies while teaching the two lessons I that attached in this portfolio; however, I have provided three students with audiobooks because they are auditory learners and have struggled with the readings in my eighth grade curriculum.